Horizontal Assessment

As stated earlier, we agree with Petri (2011) that both a traditional competency approach and a cognitive development approach focused on mental complexity is needed to provide the type of leadership equal to the challenges presented by the contemporary, increasingly complex global environment. As suggested in Petrie's white paper (2011), "it is time to transcend and include" a leadership competency mentality so that in the future we are able to grow our leaders with required skills. Petrie's approach includes competencies, which he describes as horizontal assessment and development, and suggests they can be "transformed" or learned from an expert. Horizontal learning, the development of new skills, abilities and behaviors, is most useful when a problem is clearly defined and there are known techniques for solving it. It has been and remains an essential part of leadership development.

The first step in our approach is to assess the competencies listed below. They are based on an empirical study by Tucker et al. (2014) which is reported in chapter 5.

Intercultural Competencies

The nine Intercultural Competencies are assessed by means of the Global Leader Tucker Assessment Profile (GLTAP). The competencies are grouped in three clusters; World View, Situational Approach, and Social/Interpersonal Style. Each competency is described below, with a sample of the items in the GLTAP that comprise each one.

WORLD VIEW

Open-Mindedness

Being receptive to and nonjudgmental of the ideas and ways of other countries, cultures, and ethnic groups and demonstrating respect for diverse spiritual and political beliefs.

Sample item: I seek out and enjoy people who are different from me and who have different ideas and opinions.

Lifetime Learning

A pattern of learning over time, reading newspapers and periodicals (in print or electronically), viewing national and international news broadcasts, and attending formal learning sessions.

Sample item: It is a habit of mine to learn from a variety of sources.

SITUATIONAL APPROACH

Patience

The ability to be patient in the face of unanticipated delays or frustrating situations and with people who do not meet expectations of time.

Sample item: I remain calm when I have to wait for other people.

Even Disposition

The ability to remain calm, not be critical of himself or herself, and learn from mistakes.

Sample item: I take things as they come and do not get down on myself.

Navigating Ambiguity

The ability to see through vagueness and uncertainty, not become overly frustrated, and eventually figure out how things are done. Taking the initiative and leading through difficult situations.

Sample item: I am comfortable with situations involving uncertainty or unexpected outcomes.

Locus of Control

The belief that one's own actions and abilities play a direct role in the process and outcome of the events in life instead of relying on fate, luck or circumstance. Taking responsibility for actions.

Sample item: Throughout my life, no matter what I did, events seemed to run their own course. (reverse scored).

Demonstrating Creativity

Enjoying new challenges, striving for innovative solutions to social and situational issues, and the ability to see around corners, predict outcomes and act despite uncertainty.

Sample item: I like to experiment and try out new ways of doing things instead of staying with familiar methods.

SOCIAL/INTERPERSONAL STYLE

Adapting Socially

Being comfortable in new and unfamiliar social settings, seeking out and enjoying diverse groups of people, and showing genuine interest in others.

Sample item: I enjoy meeting strangers and getting to know them.

Instilling Trust

Valuing trust, being seen as someone who can be trusted, and building trusting relationships.

Sample item: Most people cannot be relied on to follow through with their promises (reverse scored)

Success Criteria

In order to link intercultural competencies and to validate them against global leadership performance, three performance areas, or global leader success criteria, were defined and measured in the study described in Chapter 5. These criteria were predicted over time by the competencies.

• Global Networking: The demonstrated ability to develop a network of international relationships and make a successful transition to work with people of other nationalities.

Sample item: I have developed a network of international relationships that help me to succeed with my work.

• Driving Performance: The demonstrated ability to provide objective evidence of effectiveness in a global leadership role, team achievement of global business goals, company success in countries of operation, and proof that the company is seen as a preferred place to work.

Sample item: Performance data indicates that my team has achieved our global business objectives.

• Building Team Effectiveness: The demonstrated ability to successfully coach team members build trust and a culture of respect, and learn from the team.

Sample item: I have been able to build trust among my global team. I can rely on them and they on me.

Figure 2 represents our competency model, showing each competency and the separate criteria of leadership success.

Figure 2:

Nine Competency Model

Based on 1880 global leaders of 9 nationalities

Global Leader TAP® Assessment Profile

A sample GLTAP Profile is shown next in Figure 3. The grey band is a global norm, based on a sample of 1880 global leaders (mean plus or minus ½ S. D.) described in Chapter 5. An individual set of responses is plotted against this norm.

Verification and Self Recognition:

The Connection between the Identification and Development of Horizontal Competencies

The Global Leader TAP® Assessment Profile (GLTAP) provides a reliable and valid way to assess nine key competencies of successful global leaders compared to a database. But where do we go from here to develop these competencies? The next step is the critical phase between identification and change. In order to proceed from this data to behavior change we need to complete the horizontal development phase and be prepared for the vertical phase of development by achieving the following:

• Establish verification, to ensure that...